PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MSc Conservation
Final award (BSc, MA etc):
MSc / Diploma
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2011 intake
(e.g. from 2008 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Social and Historical Sciences
Parent Department:
Geography
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.geog.ucl.ac.uk/
(if applicable)
Method of study:
Full time/Part time
Full-time/Part-time/Other
Criteria for admission to the
programme:
http://www.geog.ucl.ac.uk/admissions-andteaching/postgraduates/msc-conservation
Length of the programme:
MSc – 1 yr
Diploma – 9 months
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
Level 7
No relevant postgraduate benchmark
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
http://www.geog.ucl.ac.uk/admissions-andteaching/postgraduates/msc-conservation
(see guidance notes)
Board of Examiners:
Name of Board of Examiners:
Physical Geography MSc
Professional body accreditation
(if applicable):
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The course aims to (i) train graduates to analyse critically the principles, policy and practice of conservation; (ii)
provide students with the skills to appraise constructively the merits of different approaches to conservation in
various contexts; (iii) understand the changing policy within which conservation management has to be conducted.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
1. The foundational concepts, ideas and
practices upon which the
conservation of nature is based.
2. Relative merits of different
approaches and techniques for
nature conservation inventory and
appraisal.
3. Relative merits of different practices
for achieving in situ conservation of
biodiversity at the species, habitat
and ecosystem scales.
4. The institutional and legal framework
within which conservation is
conducted in the UK, Europe and
other parts of the world.
5. The different perspectives on
conservation amongst scientific,
institutional and different social
groups.
Teaching/learning methods and strategies:
Lectures, seminars, practical sessions in the laboratory
and cluster rooms as well as field studies associated
with the four compulsory core modules in term 1, and
four optional modules selected by the students in term 2.
Six day field study to a coastal site, five day field study
to a National Park in term 1 and residential field visits
associated with individual modules in term 2 (according
to student choices)
Particular emphasis is placed on involving conservation
practitioners in lectures, seminars and field studies in
order for students to gain management insights to, and
experience of, conservation issues.
Assessment:
Modules are assessed through essays which address
module-specific issues. Students are also assessed
through their submitted theses and their dissertation
presentations.
B: Skills and other attributes
Intellectual (thinking) skills:
Teaching/learning methods and strategies:
Critically and constructively appraise the
relative merits of different approaches
and techniques for designing,
implementing and evaluating
conservation strategies, initiatives and
projects.
Lectures, seminars, practicals, field studies and
dissertations (projects) are designed to encourage
students to analyse the relative merits of different
conservation approaches and techniques from biological
and social science perspectives.
Assessment:
Module essays and dissertations are assessed on the
basis of whether students have really engaged with and
understood the issues which underlie the aspect of
conservation being addressed.
C: Skills and other attributes
Practical skills (able to):
Teaching/learning methods and strategies:
1. Design conservation inventories and
surveys.
2. Design schemes and project
proposals to implement and evaluate
conservation initiatives in different
contexts.
3. Assess related research priorities and
design/undertake appropriate
research initiatives.
Lectures, seminars, practical sessions, field studies and
dissertations are designed to develop practical skills to
address conservation priorities.
Assessment:
Module essays and dissertations partly assessed on the
basis of evidence that the student has engaged with the
practicalities associated with conservation initiatives,
particularly with regard to how these might be addressed
in practice.
D: Skills and other attributes
Transferable skills (able to):
Teaching/learning methods and strategies:
1.
2.
3.
4.
1. Several aspects of the course involve giving
presentations, and each student is expected to
develop their presentation skills through their
experiences of giving and observing such
presentations.
2. Discussions are initiated and facilitated during
lectures, seminars and field visits in order to allow
students to practice and develop their debating
skills.
3. Written submissions and oral presentations which
involve the development of concise briefings and
proposals are an integral aspect of many modules.
4. The induction week includes training in the use of
library and information database facilities, and these
skills are practised and developed throughout the
course.
5. Many aspects of the course involve the analysis of
issues at different levels, ranging from practical,
policy and scientific details through to broader
strategic issues, and students are encouraged to
recognise the inter-linkages between such issues at
different levels.
6. Dissertation (project) guidance and supervision
places a particular emphasis on the scheduling and
managing of a sequential series of tasks to
undertake a project and produce a report to a tight
deadline.
7. One of the core modules in particular has a strong
focus on the statistical analysis of complex
environmental datasets
Give presentations.
Debate issues.
Prepare briefings and proposals.
Search for and select information
both in libraries and on-line.
5. Analyse issues from detailed to
strategic levels.
6. Manage projects.
7. Conduct statistical analyses.
Assessment:
Some of these skills are formally assessed through
examined elements of the course like the dissertation
project presentation, but many are assessed on an
informal basis. It is made clear to students that the
development of such non-examined skills is an integral
and important aspect of the course.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Dr Jan Axmacher
Name(s):
Date of Production:
28April 2008
Date of Review:
October 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2015
November 2015